International Conference on Bilingual Education: Good Practices across the Four Educational StagesCordoba, 17-20th November 2015

Multicultural Special Education: Teachers' opinions in Greece

Nektaria Palaiologou, Anastasia Alevriadou and María Kiose, School of Education-University of Western Macedonia

Axes of the presentation

AbstractMulticultural Situation in GreecePolicies and provisions for the integration of

immigrant students: Law 2413/1996Policies for Special EducationLaw 3699/2008 for Special Education in

GreeceData from the National Statistical Service of

Greece Overrepresentation of immigrant students with

special needsThe study: Teachers’ opinions O.R.I. attitudes

scale

Abstract

In this virtual presentation are depicted some core dimensions concerning the multicultural situation in modern Greece, focusing on the educational sector, with emphasis on immigrant students’ with special needs.

In the frame of this presentation is also pictured the outline of an ongoing study which aims to explore future teachers' opinions about the content of the broad term integration/inclusion related to immigrant students as a ‘special’ group.

The instruments which are used are a questionnaire (with personal questions) and an attitudes’ scale exploring future teachers’ opinions relative to integration to a sample of 80 people (N). The scale is known as O.R.I. attitudes scale, it has been revised by Antonak and Larrivee (1995) and it is combined by 6 total grades, i.e. disagree and agree (1-3).

What is interesting is that Multicultural Special Education is a nearly new field in Greece, where there exists lack of relevant infrastructure as well as of adequate diagnostic and assessment tools. As a result of this situation, in many cases immigrant students without disabilities are treated as such within special inclusion classes.

Multicultural Situation in Greece

Greece, like many other countries in Mediterranean, has gradually been transformed from a traditionally emigration to an immigration country.

Socio-historically, the construction of a Greek identity was based on the triplet: 'ethnos', 'ancient Greece' and 'Orthodox religion'. These have been important elements for strengthening the nation-state against the ‘aliens’-neighbours near the borders.

Nowadays, in 2014, in Greece are living about 1.300.000 legal immigrants, without including those that are European citizens living in Greece.

In other words, it is estimated that 10% of its population is immigrants. There are also about 200.000-700.000 illegal immigrants, according to different sources.

Source: Palaiologou 2014

Policies and provisions for the integration of immigrant students: Law 2413/1996

The framework of the educational provisions for the immigrant, repatriated and minority pupils in Greece was defined with:

Law 2413/1996 entitled “Greek Education Abroad, Intercultural Education and other regulations”

The Presidential Decree Γ1/708/7-9-1999 for the establishment and functioning of Reception and Coach (Tutorial) classes.

Policies and provisions for the integration of immigrant students

To attend intercultural schools (as characterized by the Ministry of Education, schools with mixed - in terms of ethnicity - student population. There are 14 intercultural primary schools)

To enroll at a “regular" school and attend Tutorial Classes, i.e. parallel type of classes (Frontistiriaka Tmimata)

To enroll at a "regular" school and attend a Reception Class, i.e. after the regular school programme (TY)

To enroll at a "regular" school and immediately enter the mainstream classroom.

Source: Palaiologou 2004

Policies for Special Education

According to article 1, paragraph 1, of the recent Law 3699/2008 “Special Education of people with disability or with special educational needs” it is declared the main aim of Special Education which is to secure equal opportunities for a full participation, independent living and economic independency to people with disabilities or special educational needs”.

According to paragraph 2 of the same article, the term “special education and training” is established, replacing the previous term “special education”.

Policies for Special Education: Law 3699/2008

Special Education means: Specially designed educational programs including Physical, Aesthetic and Social Education, tailored to the specific characteristics, needs, abilities and difficulties of the child.

Provided preferably within the regular classroom or within the inclusion classes or at some cases in special schools, as long as it is needed, in the frame of a continuous evaluation of the child.

Law 3699/2008 for Special Education in Greece

According to Law 3699/2008 for Special Education and Training, students with disabilities or special educational needs include those who might have either:

Mental Disability Hearing, sensory disabilities Moving disabilities Chronic non-healing diseases Speech Disorders Specific learning difficulties Attention deficit Syndrome with or without

Hyperactivity Pervasive developmental disorders (autism spectrum) Mental disorders Multiple disabilities

Who are the students with special needs ?

Students with special educational needs, are students, either during all their school life or for or certain period of it, that exhibit significant learning difficulties at school because of physical, mental, cognitive deficiencies and/or mental disorders, which according to the multidisciplinary assessment, affect their learning process and school success.

Moreover, students with special mental abilities and talent.

What types of classes students with special needs could attend?

Normal classrooms (mild learning problems)Specially organized classrooms for special

education, with appropriate infrastructure and personnel.

Rehabilitation centres Home based teaching, for serious short-

term or chronic health problems, which do not allow the movement and attendance at normal classrooms.

CEDDS: Centers of Differentiated diagnosis and support

CEDDS is the basic diagnostic and supportive institution under the Ministry of Education.

The evaluation is carried out by a multidisciplinary team of five specialists,consisting of a special education teacher, a child psychiatrist or an expert (in Child Neurology), a psychologist, a social worker and a speech therapist.

IMMIGRANT STUDENTS WITH SPECIAL EDUCATION NEEDS. NATIONAL STATISTICAL SERVICE OF GREECE 2013.

http://www.statistics.gr/el

MINISTRY OF EDUCATION

TOTAL COUNTRIES OF E.U.

COUNTRIES NOT IN E.U.

UNKNOWN CITIZENSHIP

IMMIGRANT STUDENTS WITH SPECIAL EDUCATION NEEDS

807 124 680 3

STUDENTS WITH SPECIAL EDUCATION NEEDS IN GREECE. NATIONAL STATISTICAL SERVICE OF GREECE 2013.

http://www.statistics.gr/el

TOTAL BOYS GIRLS

STUDENTS WITH SPECIAL EDUCATION NEEDS

10266 6615 3651

Concluding thoughts

The disproportionate representation of immigrant The lack of early intervention, the existence of misconceptions and wrong diagnosis by teachers as well as relative problems that occur during the evaluation.

Research for immigrant pupils with special educational needs in Greece are usually overrepresented in special education structures. Unfortunately there is no special support for them, not any specific diagnostic and assessment tools tailored to their educational needs.

The Greek State should develop new policies to support students with disabilities taking into consideration their linguistic and cultural background. The emergence of social economic, cognitive and linguistic diversity of students is a new condition in modern schools. There is need to adapt diagnostic tools from the international community tailored to immigrant students who might have special needs.

Finally, there are needs for an adequate training addressed to professionals in the field of Special Education.

Source: European Agency for Development in Special Needs Education, 2009.

The study: Teachers’ opinions O.R.I. attitudes scale Revised by Antonak and Larrivee (1995) Addressed to a sample of 150 (N) future

teachers Currently has been accomplished the pilot

study to a small group of 20 (N) teachers. Factor analysis: the proposed four factor

multidimensional structure of the ORI is supported in this study. The four subscales included: (a) Benefits of Integration, (b) Integrated Classroom Management, (c) Perceived Ability to Teach Immigrant Students with Disabilities, and (d) Special versus Integrated General Education.

References

European Agency for Development in Special Needs Education, Multicultural Diversity and Special Needs Education, 2009.

Law 3699/2008 entitled “Special Education of people with disability or with special educational needs”.

Law 2413/1996 entitled “Greek Education Abroad, Intercultural Education and other regulations”.

Ministry of Interior, National Administration and Decentralization in Greece, Data for immigrants, 2014.

Paleologou N. (2004), “Intercultural Education & Practice in Greece: Needs for Bilingual Intercultural Programmes”, Intercultural Education, vol. 15, no. 3, pp. 317‐329.

Palaiologou, N. (2009). Mapping the Field of Teachers’ Multicultural Special Education in Greece: A New Era Emerges, The International Journal of Diversity in Organizations, Communities and Nations, vol. 8, no 6, pp. 179-193

Palaiologou, N. (2014). Equity/access/inclusion in Greece (i.e. educational policies for socio-economically disadvantaged groups, migrants, Muslim, Roma, SEN), Official report for NESET 2.

Polychronopoulou, St. (2012) Children and adolescents with special needs and capacities, Athens.

Presidential Decree Φ10/20/Γ1/708/7-9-1999 entitled “Intercultural Education- Reception Classes - Coach Classes”.

References

Official Websites (accessed on 10th

November 2015) www.european-agency.org  «Greece Special needs education

within the education system» http://www.statistics.gr/el